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PENINGKATAN KOMPETENSI PENGETAHUAN DAN KEMAMPUAN PROBLEM SOLVING PESERTA DIDIK MENGGUNAKAN MEDIA PEMBELAJARAN FISIKA BERBASIS GAMIFIKASI Oktaberliana, Dyah Wahyu; Ekawati, Elvin Yusliana; Rahmasari, Lita
UPEJ Unnes Physics Education Journal Vol 12 No 3 (2023): Vol 12 No 3
Publisher : UPEJ Unnes Physics Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/upej.v13i1.72389

Kurangnya pemanfaatan teknologi dalam pembelajaran Fisika, sehingga menyebabkan peserta didik merasa jenuh dalam pelaksanaan pembelajaran. Perlu adanya alternatif berupa media pembelajaran berbasis gamifikasi yang dapat meningkatkan keaktifan peserta didik. Penelitian ini bertujuan untuk mengetahui peningkatan kompetensi pengetahuan peserta didik dan kemampuan problem solving peserta didik dengan penerapan media pembelajaran Fisika berbasis gamifikasi. Penelitian ini dilaksanakan di SMA Negeri 1 Teras Boyolali dengan subyek penelitian kelas XI MIPA 2 berjumlah 36 peserta didik. Metode penelitian yang digunakan yaitu penelitian tindakan kelas (PTK) yang terdiri atas dua siklus. Masing-masing siklus terdiri atas perencanaan, pelaksanaan, pengamatan, dan refleksi. Teknik analisis data yang digunakan adalah analisis data kualitatif yang didukung dengan data kuantitatif. Hasil penelitian menunjukkan bahwa, (1) persentase peningkatan kompetensi pengetahuan dengan kategori sedang sampai tinggi pada siklus I sebesar 27,78% (Rendah) menjadi 83,33% (Sangat Tinggi) pada siklus II, (2) rata-rata nilai kemampuan problem solving peserta didik 66,67 (Kurang) pada pra siklus meningkat menjadi 82,08 (Baik) pada siklus I dan meningkat menjadi 87,78 (Sangat Baik) pada siklus II. Hasil wawancara dengan guru dan peserta didik juga mennyatakan bahwa dengan adanya penggunaan media pembelajaran Fisika berbasis gamifikasi peserta didik tidak merasa jenuh dan guru sangat terbantu dalam pelaksanaan pembelajaran. Berdasarkan hasil penelitian yang dilaksanakan pada kelas XI MIPA 2 di SMA Negeri 1 Teras Boyolali dapat disimpulkan bahwa media pembelajaran Fisika berbasis gamifikasi dapat meningkatkan kompetensi pengetahuan peserta didik dan kemampuan problem solving peserta didik.

Pengembangan Media Pembelajaran Fisika Berbasis Glideapps dengan Model Problem-Based Learning Pada Materi Besaran dan Pengukuran Kelas X SMA Hasna, Laeli Fauziyah; Ekawati, Elvin Yusliana; Pujayanto, Pujayanto
IPF: Inovasi Pendidikan Fisika Vol. 13 No. 2 (2024): Volume 13 Nomor 2 Tahun 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ipf.v13n2.p86-93

This research aims to develop Glideapps-based physics learning media with a problem-based learning model on physical quantities and measurement material, as well as describing the results of the development of the learning media that has been prepared. The research used is Research and Development (R&D) with a 4D model which carries out three stages, namely Define, Design and Develop. The research data sources were two lecturers as experts, two class X physics teachers as reviewers, and 96 class X students at SMAN 8 Surakarta. Research data collection techniques use open and closed questionnaire methods. Data analysis was carried out quantitatively using criteria from Saifuddin Azwar. Based on the results of the analysis, the development of Glideapps-based physics learning media with a problem-based learning model on physical quantities and measurement material for class X SMA has very good criteria based on assessments from experts and reviewers. In the limited trial, 89% of students rated the physics learning media as having very good criteria and 11% as having good criteria. Meanwhile, in the field trials, as many as 90% of students rated the physics learning media as having very good criteria, 9% with good criteria, and 1% with sufficient criteria. The result of the development carried out is that the resulting physics learning media has 3 main pages, namely Home, Material and Evaluation. Media is accessed online using a smartphone/PC with a good and stable internet connection. The media can be operated without having to carry out the installation process first.

The Influence of Using Module with Computational Thinking Unplugged Approaches and Module with Scientific Approaches Based on Student's Critical Thinking Ability Towards Cognitive Ability the Subject of Temperature and Heat Transfer Fauzi, Ahmad; Zahroh, Shofi Hikmatuz; Ekawati, Elvin Yusliana
Widyagogik Vol 10, No 1 (2022): Widyagogik
Publisher : Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/widyagogik.v10i1.17587

The purpose of this research was to determine (1) the difference effect between the use of module with an unplugged computational thinking approach and module with a scientific approach to students' cognitive abilities on the subject of temperature and heat transfer, (2) the differences effect of students' critical thinking abilities in the high and low category on students' cognitive abilities on the subject of temperature and heat transfer, (3) the interaction between the effect of using module with a computational thinking unplugged approach and module with a scientific approach and students' critical thinking skills on students' cognitive abilities on the subject of temperature and heat transfer. This research used a quasi-experimental method with a 2x2 factorial design. The population in this research were all students of the first semester of physics education at Universitas Sebelas Maret. Data collection techniques used are tests and questionnaires. Data were analyzed using a two-way ANOVA with different cell contents. The results of the study show that: (1) there is a difference in the effect between the use of module with a computational thinking unplugged approach and module with a scientific approach to students' cognitive abilities on the subject of temperature and heat transfer ( 2) there is a difference in the effect of students' critical thinking skills in the high and low categories on students' cognitive abilities on the subject of temperature and heat transfer, and (3) there is no interaction between the effect of using module with a computational approach thinking unplugged and module with a scientific approach and students' critical thinking skills on students' cognitive abilities on the subject of temperature and heat transfer.

Analysis of Merdeka Curriculum-based Electronic Module Needs for Physics Learning Phase F Prastyo, Agung; Ekawati, Elvin Yusliana; Zahroh, Shofi Hikmatuz
Journal of Educational Sciences Vol 8. No. 1. January 2024
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.8.1.p.128-139

This study aims to define the need for Merdeka curriculum-based electronic modules for physics learning phase F. This research uses a qualitative approach with a descriptive research type. Data was collected through interviews, questionnaires, and observation. The results showed that teachers and students used technology in learning physics. They realize that using teaching materials such as electronic modules based on the Merdeka curriculum is essential. However, the number of physics teaching materials is still limited, especially the electronic modules for physics learning phase F. Phase F teachers and students need physics teaching materials based on a Merdeka curriculum. Some students who have not met the minimum learning outcomes try to find these teaching materials through tutoring outside of school. Indicators of Merdeka curriculum-based teaching materials include: 1) teaching materials have process skill syntax, 2) learning is structured using the Understanding by Design approach, and 3) teaching materials have components that support strengthening the Profil Pelajar Pancasila in learning. This is by the mandate of learning in the Merdeka curriculum. The development of physics teaching materials needs to be done to achieve the objectives of learning physics in the Merdeka curriculum.

Construction of Critical Reasoning Skills Assessment Instruments as Diagnostic Assessments in Physics Learning with Polytomus Scoring Ekawati, Elvin Yusliana; Sabrilla Almas Azzahra; Hanun Fithriyah
Journal of Education Reseach and Evaluation Vol 8 No 2 (2024): May
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v8i2.69259

The availability of tests specifically designed to measure initial critical reasoning skills in Physics still needs to be improved in terms of availability and innovation. This shows a need for more innovative and effective instruments to measure students' critical reasoning skills in Physics. This research aims to produce a vital reasoning ability assessment instrument with polytomous scoring in Phase E Physics learning in Alternative Energy material as a diagnostic assessment. This type of research is mixed research. The data collection method used was a questionnaire using an instrument as a questionnaire sheet. The data sources were nine experts and 62 students from 3 schools. The results showed that the 12 items of the diagnostic assessment instrument of students' initial critical reasoning ability with the Quest program were in a suitable category. The conclusion of this study provides information on the construction of critical reasoning ability assessment instruments worth using to diagnose students' critical reasoning abilities. This diagnostic assessment instrument can be implemented in physics learning, especially during assessment activities, to measure students' essential reasoning skills at the beginning of learning so that teachers can decide on learning designs by student profiles. This study has several implications, one of which is that using assessment instruments with a polynomial assessment allows for a more in-depth and detailed evaluation of student understanding.

Analysis of Merdeka Curriculum-based Electronic Module Needs for Physics Learning Phase F Prastyo, Agung; Ekawati, Elvin Yusliana; Zahroh, Shofi Hikmatuz
Journal of Educational Sciences Vol. 8 No. 1 (2024): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.8.1.p.128-139

This study aims to define the need for Merdeka curriculum-based electronic modules for physics learning phase F. This research uses a qualitative approach with a descriptive research type. Data was collected through interviews, questionnaires, and observation. The results showed that teachers and students used technology in learning physics. They realize that using teaching materials such as electronic modules based on the Merdeka curriculum is essential. However, the number of physics teaching materials is still limited, especially the electronic modules for physics learning phase F. Phase F teachers and students need physics teaching materials based on a Merdeka curriculum. Some students who have not met the minimum learning outcomes try to find these teaching materials through tutoring outside of school. Indicators of Merdeka curriculum-based teaching materials include: 1) teaching materials have process skill syntax, 2) learning is structured using the Understanding by Design approach, and 3) teaching materials have components that support strengthening the Profil Pelajar Pancasila in learning. This is by the mandate of learning in the Merdeka curriculum. The development of physics teaching materials needs to be done to achieve the objectives of learning physics in the Merdeka curriculum.

PEMBUATAN MEDIA EVALUASI PEMBELAJARAN FISIKA BERBASIS LITERASI NUMERASI DENGAN PEMANFAATAN TESTPORTAL PADA MATERI TERMODINAMIKA Nugraini, Novita Dwi; Ekawati, Elvin Yusliana; Permatasari, Indhah
Proceeding Seminar Nasional IPA 2025
Publisher : LPPM UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar

Evaluasi pembelajaran berbasis digital merupakan strategi penting dalam meningkatkan efektivitas pengukuran keterampilan siswa, termasuk aspek literasi numerasi. Literasi numerasi menjadi keterampilan esensial dalam pembelajaran fisika, khususnya pada materi termodinamika yang menuntut kemampuan menganalisis data, menginterpretasikan grafik, dan melakukan perhitungan matematis. Namun, rendahnya tingkat literasi numerasi siswa di Indonesia menjadi tantangan dalam proses pembelajaran tersebut. Penelitian ini bertujuan untuk (1) menjelaskan langkah-langkah pembuatan media evaluasi pembelajaran fisika berbasis literasi numerasi dengan pemanfaatan Testportal pada materi termodinamika, dan (2) menganalisis hasil penilaian validasi ahli terhadap media yang dikembangkan. Metode yang digunakan adalah model pengembangan 4D (Define, Design, Develop, Disseminate) oleh S. Thiagarajan, Dorothy S. Semmel, dan Melvyn I. Semmel. Namun, penelitian ini hanya dilaksanakan hingga tahap ketiga, yaitu pendefinisian, perancangan, dan pengembangan. Tahap pendefinisian dilakukan melalui kajian literatur serta penyusunan indikator literasi numerasi mengacu pada referensi. Tahap perancangan meliputi penyusunan kisi-kisi dan 30 butir soal pilihan ganda kompleks yang dimasukkan ke dalam platform Testportal, lengkap dengan fitur digital seperti pengacakan soal, timer, dan umpan balik otomatis. Tahap pengembangan mencakup validasi media oleh dua ahli menggunakan instrumen skala Likert yang mencakup aspek materi, bahasa, tampilan, dan fungsionalitas. Hasil validasi menunjukkan bahwa media dinilai sangat baik, dengan skor penilaian soal sebesar 92,85% (ahli 1) dan 91,07% (ahli 2), serta skor penilaian media sebesar 94,4% dan 98,61%. Dengan demikian, media evaluasi ini dinyatakan layak digunakan dalam pembelajaran fisika pada materi termodinamika.

DESAIN DAN TELAAH INSTRUMEN PENILAIAN KEMAMPUAN MULTI REPRESENTASI MURID MATERI GERAK LURUS BERBASIS JOTFORM Saputro, Erwin; Ekawati, Elvin Yusliana
Proceeding Seminar Nasional IPA 2025
Publisher : LPPM UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar

Fenomena dalam fisika seringkali disajikan dalam berbagai bentuk, seperti persamaan, verbal, grafik, tabel, dan gambar, yang membutuhkan kemampuan multi representasi dalam memahami dan mendeskripsikan fenomena alam dengan benar. Penelitian ini bertujuan mengembangkan instrumen penilaian kemampuan multi representasi berbantuan JotForm bagi murid Fase F pada materi Gerak Lurus dan mengkaji desainnya secara kualitatif. Penelitian menggunakan model pengembangan Brog & Gall, untuk menghasilkan prototipe yang siap diuji coba. Data diperoleh melalui dokumentasi dan wawancara, meliputi kajian pustaka, analisis kurikulum, dan identifikasi kebutuhan. Pada tahap perancangan, diawali dengan memilih materi soal yang hendak digunakan, menyiapkan instrumen penilaian multirepresentasi, membuat desain dengan JotForm dan menyusun panduan. Telaah kualitatif terhadap desain instrumen penelitian ini dilakukan oleh dua ahli dalam pembelajaran fisika dan evaluasi pembelajaran fisika serta 4 praktisi dari SMA 4 Surakarta dan SMA 3 Boyolali. Hasil telaah menunjukkan bahwa desain penilaian yang terdiri dari 15 soal, sudah layak digunakan untuk proses pengembangan selanjutnya.

Profiles of Science Reasoning from Lawson’s Perspective: A Comparative Study of Gender, School Location, and Practicum Experience Mayasyafira, Septica Devita; Ekawati, Elvin Yusliana; Astuti, Linda Dwi
Jurnal Pendidikan Fisika Vol. 13 No. 3 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/0vxb4t98

Scientific reasoning is a core skill in science education because it allows students to think logically, critically, and systematically when approaching problems and understanding natural phenomena. Yet, international assessments such as PISA and TIMSS have repeatedly shown that Indonesian students lag behind global averages in this area, making it an urgent issue for physics education. This study aimed to assess the scientific reasoning abilities of grade XI students in Surakarta using a motion dynamics testlet adapted from Lawson’s Classroom Test of Scientific Reasoning (LCTSR). The research employed a descriptive quantitative design and involved 363 students from three high schools representing different school locations and levels of practicum experience. The testlet, developed through stages of planning, piloting, and validation, was designed to ensure reliability and to capture reasoning indicators such as conservation, proportionality, variable control, probability, correlation, and hypothetico-deductive reasoning. The results revealed that most students were in the concrete (51%) and transitional (47%) stages of operation, with only 2% reaching the formal operational stage. In terms of achievement categories, the majority fell into the fair and lower levels, and none reached the very good level. Statistical analysis showed no significant gender differences, but students from urban schools and those with practicum experience performed significantly better. The novelty of this research lies in contextualizing Lawson’s instrument in terms of motion dynamics and adopting a testlet format that efficiently measures reasoning. These findings highlight the central role of the school environment and practical experience in shaping reasoning skills and provide valuable evidence for strengthening physics teaching and policy.

Identification of Students' Misconceptions using Four-Tier Diagnostic Assessment in Physics Learning Phase F Prastyo, Agung; Fithriyah, Hanun; Rahmawati, Alma Dias; Ekawati, Elvin Yusliana
Indonesian Journal of Science and Education Vol. 8 No. 1 (2024): Indonesian Journal of Science and Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijose.v8i1.569

This research aims to identify students' misconceptions about momentum and impulse material using a four-tier diagnostic assessment instrument to implement learning evaluation in the Merdeka curriculum. This type of research is descriptive with a qualitative approach, with data collection techniques carried out through assessments and interviews. Interview data is used to reinforce assessment data. The instrument used in the study is a four-tier diagnostic test on momentum and impulse developed by the researchers. The results showed that 50% of students experienced misconceptions about momentum matter due to the assumption that if two objects move with the same kinetic energy should have the same speed so that the momentum of both objects can be determined by ignoring their velocity. Then, as many as 13. 9% of students experience misconceptions about the law of conservation of matter momentum because of students' assumptions that ignore direction on velocity vector quantities. In other physics concepts, some students are less careful in calculations. The results of this study are expected to be a reference for teachers in designing more meaningful Merdeka curriculum-based learning plans to help students better understand the concepts of momentum and impulse.

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