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All Journal Jurnal Teknologi Pendidikan Jurnal Pendidikan Fisika FKIP UM Metro COMPTON: Jurnal Ilmiah Pendidikan Fisika Jurnal Pengabdian Kepada Masyarakat Patikala Journal of Health, Education, Economics, Science, and Technology (J-HEST) Indonesian Journal of Pedagogical and Social Studies
Saddia, Andi
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Religion Humanities Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Library & Information Science Physics Social Sciences Other

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Penerapan Problem Based Learning Metode Draw a Picture dalam Meningkatkan Penguasaan Kosakata Peserta Didik Nurlaela, Nurlaela; Saddia, Andi
Indonesian Journal of Pedagogical and Social Sciences Vol 3, No 1 (2023): Indonesian Journal of Pedagogical and Social Studies
Publisher : Indonesian Journal of Pedagogical and Social Sciences

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/.v3i1.52122

Abstract

Abstrak. Tujuan penelitian tindakan kelas ini adalah untuk mengetahui penerapan model Problem Based Learning dengan menggunakan metode draw a picture dalam meningkatkan kosakata Bahasa Inggris siswa kelas VII D di SMP Negeri 2 Watampone. Penelitian ini termasuk dalam penelitian tindakan kelas yang menggunakan metode pengumpulan data melalui observasi, tes, dan dokumentasi.  Adapun Teknik analisis data melalui menelaah data, reduksi data, penyajian data, dan penarikan simpulan (verifikasi data). Berdasarkan hasil penelitian, menunjukkan peningkatan penguasaan kosakata Bahasa Inggris siswa. Sebelum tindakan dilakukan, hasil tes menunjukkan presentase ketuntasan 12,5% yang tergolong sangat kurang. Sedangkan pada siklus I, hasil tes menunjukkan presentase ketuntasan 57,89% kategori kurang. Pada siklus II, nilai siswa telah mencapai ketuntasan minimal dengan presentase ketuntasan 83,33% kategori baik. Berdasarkan uraian diatas, maka disimpulkan bahwa penerapan model Problem Based Learning dengan metode draw a picture dapat meningkatkan penguasaan kosakata Bahasa Inggris siswa kelas VII D di SMP Negeri 2 Watampone Kata Kunci: Problem Based Learning, Draw a picture, Kosakata
Analisis Kemampuan Berpikir Tingkat Tinggi Peserta Didik dalam Menyelesaikan Soal Fisika Rahman, Afifah; Kalsum, Ummu; Saddia, Andi
Journal of Health, Education, Economics, Science, and Technology (J-HEST) Vol. 6 No. 1 (2023): Journal of Health, Education, Economics, Science, and Technology
Publisher : Journal of Health, Education, Economics, Science, and Technology (J-HEST)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (231.164 KB) | DOI: 10.36339/j-hest.v6i1.156

Abstract

Penelitian ini bertujuan untuk mengkaji hubungan kemampuan berpikir tingkat tinggi dan minat belajar peserta didik dalam menyelesaikan soal fisika. Metode yang digunakan adalah deskriptif kuantitatif dengan teknik pengambilan data berupa pemberian tes soal HOTS untuk mengukur kemampuan berpikir tingkat tinggi dan kuesioner untuk mengukur minat belajar. Hasil analisis menunjukkan bahwa kemampuan berpikir tingkat tinggi peserta didik berada pada kategori rendah dan minat belajar fisika peserta didik pada kategori sedang. Implikasi hasil penelitian ini adalah pentingnya meningkatkan kemampuan berpikir tingkat tinggi peserta didik agar dapat menyelesaikan soal fisika dengan baik. Selain itu, guru juga harus memperhatikan dan menjaga tingginya minat belajar peserta didik. Kombinasi antara kemampuan berpikir tingkat tinggi yang baik dan minat belajar yang tinggi akan menghasilkan prestasi belajar yang optimal bagi peserta didik. Secara keseluruhan, hasil penelitian ini menunjukkan bahwa kemampuan berpikir tingkat tinggi dan minat belajar memegang peranan penting dalam menentukan keberhasilan peserta didik menyelesaikan soal fisika. Meskipun kemampuan berpikir tingkat tinggi peserta didik berada pada tingkat rendah, namun minat belajar fisika peserta didik masih lebih tinggi. Hal ini menjadi indikasi bahwa dengan meningkatkan kemampuan berpikir tingkat tinggi melalui tes HOTS, peserta didik akan dapat mencapai hasil belajar yang lebih baik dalam mata pelajaran fisika.
PKM WORKSHOP TINKERCAD: MENGHIDUPKAN SAINS DENGAN SIMULASI INTERAKTIF BAGI PESERTA DIDIK MTS DDI LAPEO Agung, Afiq; Saddia, Andi; Fadhila, Fadhila
Jurnal Pengabdian Kepada Masyarakat Patikala Vol. 4 No. 4 (2025): Jurnal PkM PATIKALA
Publisher : Education and Talent Development Center of Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/patikala.v4i4.3272

Abstract

The results of observations and interviews conducted at MTs DDI Lapeo showed that learning at the school was still dominated by one-way lecture methods and was less interactive. The strategies commonly used by teachers did not support the needs of practical-based science, so that students still had few opportunities to interact with learning objects. This community service aims to increase students' interest in science at MTs DDI Lapeo with the help of an interactive simulation called Tinkercad. The implementation method consists of three main stages: preparation, implementation, and evaluation. The preparation stage involves initial observation, document collection, FGD, and team briefing. In the implementation stage, participants were trained to foster interest in science with interactive simulations by raising their learning materials in class. The results of the questionnaire showed that the paper-making workshop received a very positive response, especially from aspects related to the material, and student respondents agreed that this activity actively involved them and greatly increased their interest. The training was considered interactive, not boring, and able to create interesting conditions for participants. No less importantly, this activity gave them satisfaction while participating in the activity.
The impact of chatgpt-assisted problem-based learning on students physics achievement and their chatgpt acceptance Saddia, Andi; Yanti, Meili; Qudratuddarsi, Hilman
COMPTON: Jurnal Ilmiah Pendidikan Fisika Vol 12 No 1 (2025): Compton: Jurnal Ilmiah Pendidikan Fisika
Publisher : Prodi Pendidikan Fisika Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/cjipf.v12i1.19852

Abstract

As a new technology, ChatGPT has been integrated into teaching and learning, but there is still a lack of studies on ChatGPT-assisted problem-based learning in physics. Therefore, this study investigates its integration in relation to students’ academic achievement and ChatGPT acceptance. This study used a quasi-experimental design with 65 students who divided into an experimental class and a control class. Data were collected via pre- and post-tests and analyzed using Rasch analysis, ANCOVA, t-test, and DIF, supported by validated instruments and expert review. The study found that students in the experimental group, who used ChatGPT-assisted Problem-Based Learning (PBL), showed significantly higher post-test scores in physics compared to the control group. Wright Map and DIF analyses revealed stronger performance on higher-order conceptual items among the experimental group. ANCOVA confirmed a large effect size (η² = 0.715) for the intervention. Rasch analysis of ChatGPT acceptance showed that the experimental group had higher agreement with most items, and independent t-tests indicated significantly greater acceptance across variables like attitude, habit, and behavioral intention. These findings support ChatGPT-assisted PBL as effective for both learning outcomes and technology acceptance.
PENERAPAN MODEL PEMBELAJARAN ADVANCE ORGANIZER BERBANTUAN ARTIFICIAL INTELLIGENCE (AI) TERHADAP PENINGKATAN PEMAHAMAN KONSEP MAHASISWA PENDIDIKAN FISIKA UNIVERSITAS SULAWESI BARAT Amir, Faizal; Saddia, Andi
Jurnal Teknologi Pendidikan (JTP) Vol. 17 No. 2 (2024): Oktober - Jurnal Teknologi Pendidikan
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jtp.v17i2.65185

Abstract

Abstrak: Penelitian ini berfokus untuk mengetahui pengaruh dari implementasi sebuah model pembelajaran yaitu advance organizer (AO) berbantuan Artificial Intelligence (AI) berupa ChatGPT terhadap peningkatan kemampuan pemahaman konsep fisika pada mahasiswa di Universitas Sulawesi Barat, dibandingkan dengan pembelajaran model kolaboratif. Metode yang digunakan adalah penelitian Quasi experiment (Eksperimen Semu) dengan Non_equivalent Control Group Design . Kelompok eksperimen menggunakan advance organizer berbantuan ChatGPT, sementara kelompok kontrol menggunakan model kolaboratif. Data dianalisis dengan memakai statistik deskriptif, Uji t berpasangan, uji t independen (sampel bebas), serta analisis Gain Normalized (N-gain). Hasilnya menunjukkan bahwa kelompok eksperimen mengalami peningkatan pemahaman konsep secara signifikan dengan perolehan skor rata-rata post-test 60,72 dan N-Gain 0,599 (sedang), sedangkan kelompok kontrol memiliki rata-rata post-test 45,65 dan N-Gain 0,036 (rendah). Hasil dari uij hipotesis (uji T) diperoleh signifikansi sebesar 0,000 yang berarti data ini menunjukkan adanya perbedaan secara siginifikan. Kesimpulannya, penggunaan advance organizer berbantuan AI ternyata efektif untuk meningkatkan kemampuan memahami (pemahaman konsep) dibandingkan pembelajaran model kolaboratif. Kata Kunci: Advance Organizer, Artificial Intelligence, Pemahaman Konsep, Model Pembelajaran, ChatGpt Abstract: This research focuses on knowing the effect of implementing a learning model, namely advance organizer (AO) assisted by Artificial Intelligence (AI) in the form of ChatGPT on improving the ability to understand physics concepts in students at the University of West Sulawesi, compared to collaborative learning models. The method used was Quasi experiment research with Non_equivalent Control Group Design. The experimental group used advance organizer assisted by ChatGPT, while the control group used collaborative model. Data were analyzed using descriptive statistics, paired t-test, independent t-test (independent samples), and Normalized Gain (N-gain) analysis. The results showed that the experimental group experienced a significant increase in concept understanding with an average post-test score of 60.72 and N-Gain of 0.599 (medium), while the control group had an average post-test of 45.65 and N-Gain of 0.036 (low). The results of the hypothesis testing (T-test) obtained a significance of 0.000 which means this data shows a significant difference. In conclusion, the use of advance organizer assisted by AI was effective to improve the ability to understand (concept understanding) compared to collaborative learning model. Keywords: Advance Organizer, Artificial Intelligence, Conceptual Understanding, Learning Model, ChatGpt
Implementasi Pendekatan Berbasis Proyek dalam Pembelajaran Fisika: Kajian Sistematis Saddia, Andi; Amir, Faizal
Journal of Health, Education, Economics, Science, and Technology Vol. 7 No. 2 (2025): Journal of Health, Education, Economics, Science, and Technology
Publisher : Journal of Health, Education, Economics, Science, and Technology

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36339/

Abstract

Physics education is often considered a challenging subject for students, primarily due to its abstract nature and the need for a strong understanding of concepts and mathematical application. Traditional teacher-centered teaching methods often reduce student engagement, leading to low motivation and suboptimal learning outcomes. The project-based learning (PBL) approach offers a promising solution to enhance the effectiveness of physics education by providing authentic learning experiences relevant to real-world situations. In this model, students actively participate in designing, implementing, and evaluating projects that produce real solutions to real-world problems. This approach not only enhances students' understanding of physics concepts but also develops essential 21st-century skills such as critical thinking, problem-solving, collaboration, and communication. This article examines the implementation of the project-based learning approach in physics education with the goal of improving student motivation and engagement. The study also discusses the challenges and strategies for implementing PBL and its relevance in the context of physics education. The findings of this review indicate that PBL implementation can improve physics concept understanding, develop 21st-century skills, and enhance student motivation.
PBahan Ajar Digital Model Oe3c-Etnofisika Berbantuan Augmented Reality Untuk Meningkatkan Kemampuan Berpikir Kritis Dan Literasi Fisika Siswa Saddia, Andi; Amir, Faizal; Hutapea, Bilferi
Jurnal Pendidikan Fisika FKIP UM Metro Vol 13, No 2 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/jpf.v13i2.14155

Abstract

This study aims to develop digital teaching materials using the OE3C-Ethnophysics model assisted by Augmented Reality (AR) to improve students' critical thinking skills and physics literacy in fluid material. The OE3C-Ethnophysics model assisted by Augmented Reality (AR) is an innovation in creating interactive learning by integrating digital technology with ethnophysics. This study uses the Research and Development (R&D) method with the 4D model, namely define, design, development and disseminate. The subjects of this study were students of SMA 3 Majene class XI IPA. Data analysis techniques used include qualitative and quantitative descriptive analysis. The results of this study indicate that the teaching materials are very valid and practical in improving critical thinking skills and physics science literacy in SMA Negeri 3 Majene. The OE3C-Ethnophysics model assisted by Augmented Reality (AR) strongly supports interactive physics learning based on digital technology and contributes to preserving local culture.
MODEL PEMBELAJARAN OE3C BERBASIS ETHNO-SCIENTIFIC ISSUE (ESI) UNTUK MENINGKATKAN KEMAMPUAN LITERASI FISIKA DAN BERPIKIR KRITIS SISWA Saddia, Andi; Amir, Faizal; Hutapea, Bilferi
Jurnal Pendidikan Fisika FKIP UM Metro Vol 12, No 2 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/jpf.v12i2.11004

Abstract

Keterampilan berpikir kritis dan kemampuan literasi sains merupakan dua aspek kemampuan yang saling berkaitan dan memengaruhi satu sama lain. Kemampuan ini sangat penting dikuasai oleh siswa agar mampu beradaptasi dengan perkembangan dunia modern pada abad 21. Studi ini bertujuan untuk mendeskripsikan pengaruh model pembelajaran OE3C berbasis Ethno-Scientific Issue (ESI) terhadap kemampuan literasi sains fisika dan berpikir kritis siswa di SMA Negeri 3 Majene. Model pembelajaran OE3C adalah pembelajaran dengan lima tahapan yaitu orientasi, eksplorasi, eksplanasi, diskusi etis dan konsolidasi. Jenis penelitian ini adalah ekperimen semu (quasi experiment) dengan rancangan desain penelitian “pretest-posttest non-equivalent control grup design”. Populasi penelitian adalah seluruh siswa kelas XI MIPA yang terdiri dari tiga kelas. Dua kelas ditetapkan sebagai sampel yang ditarik dengan teknik purposive sampling. Instrumen pengumpulan data yang digunakan dalam penelitian ini adalah tes kemampuan literasi sains fisika dan berpikir kritis siswa. Analisis statistika deskriptif dan analisis statistika inferensial digunakan dalam menganalisis data penelitian. Analisis MANOVA (multivariate analysis of variance) ditetapkan dalam menguji analisis statistika inferensial dalam penelitian. Hasil penelitian ini menyimpulkan bahwa terdapat perbedaan signifikan kemampuan literasi sains fisika dan berpikir kritis siswa yang menerapkan model pembelajaran OE3C dengan pendekatan ethno-scientific issue (ESI). Rata-rata kemampuan literasi sains fisika dengan model pembelajaran OE3C pendekatan isu etno saintifik (ESI) sebesar 79,6 lebih tinggi dibandingkan dengan model direct OE3C sebesar 77,6. Kemampuan berpikir kritis siswa dengan menerapkan model pembelajaran OE3C berbasis Ethno-Scientific Issue (ESI) sebesar 81,5 lebih tinggi secara signifikan dibandingkan dengan penerapan model direct OE3C sebesar 79,25. Hasil penelitian ini menyimpulkan bahwa model pembelajaran OE3C dengan pendekatan ethno-scientific issue (ESI) sangat layak diterapkan dalam pembelajaran fisika di SMA untuk meningkatkan kemampuan berpikir kritis dan literasi sains fisika siswa.
Co-Authors Agung, Afiq Fadhila Fadhila Faizal Amir Faizal Amir, Faizal Hutapea, Bilferi Meili Yanti NURLAELA NURLAELA QUDRATUDDARSI, HILMAN Rahman, Afifah Ummu Kalsum