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All Journal JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) JIPF (Jurnal Ilmu Pendidikan Fisika) Jurnal Penelitian Pendidikan IPA (JPPIPA) KONSTAN - JURNAL FISIKA DAN PENDIDIKAN FISIKA Asian Journal of Science Education Jurnal Pendidikan MIPA
Fitria Herliana
Universitas Syiah Kuala
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Mathematics Physics

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A Dampak Model Learning Cycle Terhadap Pemahaman Konsep Momentum dan Impuls Rizka Putri Handayani; Abdul Halim; Ngadimin; Abdul Hamid; Fitria Herliana
Jurnal Penelitian Pendidikan IPA Vol 10 No 5 (2024): May
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i5.5031

Abstract

This study aims to determine the impact of the Cycle Learning model toward understanding the concept of momentum and impulse. The study used a quantitative approach, quasi-experimental methods and a non-equivalent pretest-posttest control group design in two classes of high school students as the research sample. Data collection was carried out using a physics concept understanding test (PCUT) and data analysis using the t-test at a significance level of 0.05 to find out the difference between the control class and the experimental class. The results of the data analysis show that: The Learning Cycle 7e model has an effect on increasing understanding of concepts. The 7E Learning Cycle model is better than conventional techniques from the aspect of increasing understanding of concepts. The level of conceptual understanding through the Learning Cycle 7e model is obtained by the level of complete understanding (LCU), while conventional techniques are only obtained by the level of partial understanding (LPU). The application of the Learning Cycle 7e learning model in learning is proven to be able to influence students' conceptual understanding skills for the better.
Differentiated Instruction through Adaptive Learning Platform in Science Education: A Systematic Literature Review Fitria Herliana; Tengku Hafinda; Rudi Firmayanto
Jurnal Pendidikan MIPA Vol 25, No 2 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

Recent technological advancements have led to various educational innovations, including adaptive Learning, which customizes content and instructional methods to meet the diverse needs and abilities of individual students. Several empirical studies have utilized adaptive learning platforms to support differentiated Learning in science. However, to date, there has yet to be a comprehensive review of the findings in this area. This study aims to explore research trends related to differentiated Instruction through adaptive learning platforms in science education, as documented in Scopus-indexed journal articles published between 2019 and 2024. The research follows PRISMA guidelines, employing the Publish or Perish application for the search system, with data sourced from SCOPUS. The search yielded 368 articles, and screening based on specific inclusion and exclusion criteria resulted in 23 papers that were subsequently analyzed. This study highlights various adaptive technology methods used in science education, emphasizing Learning Management Systems (LMS) and Artificial Intelligence (AI). LMS emerges as the most frequently utilized, followed by AI and assessment platforms. Crucial factors for successful implementation include real-time feedback and accessibility to technology. Although these platforms improve learning outcomes, issues regarding student engagement and satisfaction persist. Educational institutions should assess their technological infrastructure and provide training for educators to leverage new features effectively. Additionally, developers should focus on enhancing personalization options, while further research is necessary to address students' emotional needs better and enhance their motivation.         Keywords: adaptive learning, differentiated instruction, science education, teaching, systematic literature review.DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp914-931
Co-Authors A Halim A Halim Abdul Hamid Ahmad Farhan Ahmad Farhan E Mahsum Elisa Elisa Elisa Elisa Elisa Elisa Elisa Kasli Elmi Mahzum Evendi Evendi Faradilla Fadlia Fida Mauliza I Made Astra Kana Puspita Muhammad Syukri Musdar Musdar Musdar Musdar Nazilatul Usfia Ngadimin Ngadimin Ngadimin Nia Kurnia Devy Nur Izzaty Nurazidawati Mohamad Arsad Pratiwi Jasmine Suwardi Rahmati Rahmati Rizka Putri Handayani Rudi Firmayanto S Rizal Susanna Susanna Syamsul Rizal Syamsul Rizal Tengku Hafinda Yusrizal Yusrizal Yusrizal Yusrizal Zahra Amalia Zainuddin Zainuddin Zhaifatul Ukhaira