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Journal : Journal of Education Technology

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Application of Multiple Representation-Based VIFOCA Problem Solving Strategies in Physics Learning Napis; Yufiarti; R.A. Murti Kusuma Wirasti
Journal of Education Technology Vol. 7 No. 3 (2023): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v7i3.67055

Abstract

Students' difficulties in solving physics problems were identified from various factors, including students' poor understanding of how to apply the steps of a physics problem solving strategy. Therefore, it is necessary to innovate strategies which both simple and easy to use by students in the process of solving physics problems by conducting literature reviews. The study aimed at analyzing multiple representation-based vifoca problem solving strategies in physics learning. This research used mixed methods, literature study with meta-analysis using 22 research subjects from national journals, Sinta-accredited national journals, AIP Conference, and articles from Scopus-indexed international journals in the 2018-2022 range. The survey of 82 respondents including lecturers and students, were used to determine the responses to the application of physics problem solving strategies. The literature study shows the formulation of a physics problem solving strategy that is named VIFOCA, which consists of three work steps, namely: (1) visualization, (2) formulation, and (3) calculation. Positive responses based on survey results showed that the VIFOCA strategy can be used to solve physics problems, the work steps are systematic, easy to apply, and more practical. VIFOCA strategy follow-up studies can be carried out in a comprehensive manner that is empirically applied in physics learning to determine the effectiveness of the VIFOCA strategy in solving physics problems.
Students' Environmental Knowledge Learning in the Era of Industrial Society 4.0 Reviewed from Digital Literacy Capability Rahmatulloh; Napis
Journal of Education Technology Vol. 8 No. 2 (2024): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v8i2.75815

Abstract

The challenge of learning environmental knowledge in the era of industrial society 4.0 amidst the implementation of hybrid learning is low digital literacy capability. The implementation of hybrid learning requires students to have digital literacy capability, where students must be able to understand the real context presented in digital form. This research aims to analyze the effect of digital literacy on environmental knowledge. The research uses a quantitative approach, survey method, with regression analysis techniques. A sample of 50 students taking environmental knowledge courses were selected randomly. The data collection technique uses test instruments to measure environmental knowledge, while non-test instruments are used to measure digital literacy capability. The research results show that digital literacy has a positive influence on environmental knowledge. The higher a student's digital literacy, the higher their environmental knowledge. The findings state that digital literacy capability contribute 40% to environmental knowledge. Environmental knowledge learning can be improved by strengthening students' digital literacy so they can follow the flow of implementing hybrid learning. The results of this research have implications for strengthening students' digital literacy capability, and digitizing environmental knowledge learning.
Co-Authors Arif Rahman Hakim M. Tohimin Apriyanto Mahmud Masulin Muhamad Farhan R.A. Murti Kusuma Wirasti Rahmatulloh Yufiarti