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All Journal Jurnal Inovasi Pendidikan IPA Jurnal Penelitian Pembelajaran Fisika Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Pendidikan Fisika ORBITA: Jurnal Pendidikan dan Ilmu Fisika Jurnal Kumparan Fisika Gravitasi: Jurnal Pendidikan Fisika dan Sains Jurnal Pengabdian Masyarakat Asia Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) JIPI (Jurnal IPA dan Pembelajaran IPA) PESHUM Jurnal Pendidikan MIPA Asian Journal of Science Education
Saputri, Mawarni
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Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Journal : Jurnal Pendidikan MIPA

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Exploring The Effect of Discussion Based Learning in The Flipped Classroom on Physics Concept Mastery Saputri, Mawarni; Evendi, Evendi; Jannah, Rouzatul
Jurnal Pendidikan MIPA Vol 26, No 1 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i1.pp327-339

Abstract

This study aims to determine the effect of the Flipped Classroom learning model through the discussion method in improving students' conceptual understanding in physics learning. The population in this study consisted of all 49 eleventh-grade students, divided into a control class and an experimental class. The instruments used in this study were test instrument (two tier test) and non-test instruments (observation sheet and student response questionnaires). Students categorized as having a "known concept" in the control class increased to 67%, while in the experimental class, this increased to 88%. Students categorized as having a "misconception" in the control class decreased to 33%, and in the experimental class, this decreased to 20%. Students categorized as "guessing" in the control class decreased to 4%, while in the experimental class, this decreased to 0%. Students categorized as having an "unknown concept" in the control class decreased to 33%, while in the experimental class, this decreased to 24%. The results of the analysis of the student response questionnaire showed an average score of 72.25, which indicated to "good" category. The hypothesis test results revealed a ????????ount value of 5.605 > ???????????????????????? value of 1.67, indicating a significant difference in the improvement of conceptual understanding between students in the experimental and control class. Furthermore, the N-Gain analysis resulted in a score of 0.74, categorized as high. Therefore, it can be concluded that the Flipped classroom learning model through the discussion method positively influences students' conceptual understanding in physics learning.       Keywords: flipped classroom learning model, discussion method, conceptual understanding.
Integrating Articulate Storyline into Problem-Based Learning to Enhance Students’ Conceptual Understanding Saputri, Mawarni; Musdar, Musdar; Rizvia, Fuddhah; Nurulwati, Nurulwati; Susanna, Susanna; Nithieahvathiy, Nithieahvathiy
Jurnal Pendidikan MIPA Vol 26, No 3 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i3.pp2003-2019

Abstract

Low conceptual understanding in physics remains a recurring problem in secondary education, particularly because learning is often dominated by conventional methods. Although the Problem-Based Learning (PBL) model can promote critical thinking, its potential is not maximized without the support of interactive media. This study aims to determine the effectiveness of integrating Articulate Storyline into PBL as a strategy to enhance students’ conceptual understanding of physics. This quasi-experimental research employed a non–equivalent control group pretest–posttest design, involving 50 tenth-grade students at SMAN 1 Labuhan Haji Barat, South Aceh, Indonesia. Class X IPA 1 (25 students) served as the experimental group, while Class X IPA 2 (25 students) acted as the control group, which was selected by the purposive sampling technique. Instruments consisted of a two-tier concept test and a student response questionnaire. Data were analyzed using N-Gain, an independent t-test, and qualitative categorization of conceptual understanding. The results showed that the experimental group achieved a higher N-Gain of 0.52, categorized as medium, compared to the control group of 0.26, which was categorized as low. An independent t-test revealed a significant difference between the two classes with an alpha value of 0.05. Qualitative analysis revealed a significant shift in students’ conceptual categories, as the number of students in the “not understanding” and “misconception” groups decreased. In contrast, those in the “understanding concept” category increased substantially. Moreover, 91.2% of students responded positively to the use of Articulate Storyline, particularly appreciating its visual simulations, structured learning flow, and interactive quizzes. Integrating Articulate Storyline into PBL effectively enhances students’ conceptual understanding and engagement in physics. This synergy provides empirical evidence that technology-enhanced PBL not only improves learning outcomes but also reduces misconceptions and fosters more meaningful learning experiences.    Keywords: articulate storyline, conceptual understanding, problem-based learning. 
Co-Authors . Saminan A Halim Abdul Hamid Andrian Andrian*, Andrian Ardiansyah, M. Agis Cooper, Katelyn Cooper, Katelyn M Elisa*, Elisa Evendi evendi, evendi Fatmaliana, Andia Herliana, Fitria Jannah, Rouzatul Junaidi, Alnia Kaffi, Muhammad Nadiul Kasli, Elisa Khairatun Nisa Mahzum, Elmi Mailizar Miza, Haital Muhammad Syukri Musdar Musdar Musdar, Musdar Nasrudin, Mohammad Faidzul Ngadimin Ngadimin Ngadimin Nguyen, Tuan Dinh Nithieahvathiy, Nithieahvathiy Nurulwati Nurulwati, Nurulwati Oktaria, Qory Rezeki, Silvia Rizvia, Fuddhah RR. Ella Evrita Hestiandari Saminan Sari, Putri Indah Susanna Susanna Susanna Wahyuni, Agus