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All Journal EDUSAINS JPS Unimus Berkala Ilmiah Pendidikan Fisika JIPF (Jurnal Ilmu Pendidikan Fisika) Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Ilmiah Pendidikan Fisika Formatif: Jurnal Ilmiah Pendidikan MIPA GERVASI: Jurnal Pengabdian kepada Masyarakat Bubungan Tinggi: Jurnal Pengabdian Masyarakat Madaniya Indonesian Science Education Research (ISER) Jurnal Literasi Pendidikan Fisika (JLPF)
Shelly Efwinda
Pendidikan Fisika, Universitas Mulawarman
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Earth & Planetary Sciences Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Journal : edusains

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ENHANCING CRITICAL THINKING ON CLIMATE CHANGE: TPACK IMPLEMENTATION IN PBL WITH DIGITAL POSTERS Shelly Efwinda; Irma Puspita; Puardmi Damayanti; Abdul Hakim; Muliati Syam
EDUSAINS Vol. 15 No. 2 (2023): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v15i2.33230

Abstract

Critical thinking skills are vital in the 21st Century to identify solutions to real-world problems like climate change. This research aims to test the effect of integrating the PBL (Problem-based Learning) Model with Digital Posters within the TPACK (Technological, Pedagogical, and Content Knowledge) framework on the critical thinking skills of junior high school students in Samarinda on climate change. The research approach used is quantitative with a quasi-experimental method involving two classes, an experimental and a control class. The treatment given to the experimental class was the PBL model with the help of digital posters, and the control class used the traditional lecture method. Data on students' critical thinking skills was collected using a test technique in the form of 10 essay questions. Data analysis techniques used quantitative descriptive and T-tests. The research results showed significant differences in the critical thinking skills of the experimental and control classes after each class was treated. Based on these findings, it recommends the need for similar adoption by teachers in teaching complex topics such as climate change. These results also show the importance of integrating technology in learning to support the development of student's critical thinking skills, especially in understanding complex topics.
AUGMENTED REALITY-BASED LEARNING: NEEDS ANALYSIS ON ELECTRICITY TOPICS FROM THE PERSPECTIVE OF HIGH SCHOOL STUDENTS Zeni Haryanto; Shelly Efwinda; Nurhayati Nurhayati; Muhammad Sholeh; Ary Norsaputra
EDUSAINS Vol. 16 No. 2 (2024): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v16i2.38618

Abstract

One form of educational and technological development is using Augmented Reality as an alternative learning media today. This study aimed to identify the needs of high school students for Augmented Reality-based Learning in Electricity Topics. This research involved 60 high school students in Samarinda. Data was collected using instruments such as observation sheets and questionnaires. The data analysis technique used descriptive qualitative and quantitative. The observation results show that the learning media commonly used are video and virtual simulations through the lecture method. Students are also used to and allowed to use smartphones to access modules and learning materials in class. The results of the questionnaire data analysis show that most students agree that the use of technology is needed to study electricity topics. The majority of students recognize the potential of AR but lack practical experience with it, indicating a significant opportunity for its integration into learning. This research concludes that augmented reality learning is needed as an alternative learning media for electricity. Therefore, we recommend that stakeholders be able to use or develop Augmented Reality media as a source of learning.
Co-Authors Abdul Hakim Abdul Latip Alya Puspita Zahra Andina Armelia Aristo Hardinata Ary Norsaputra Atin Nuryadin Bening Anggraeni Damayanti, Puardmi Darusman Darusman Dewi Suffah Anggraeni Dwi Setyowati Emilia Julfitri Erna Sari Fanzuruni Fauhatun Mabrurah Fatin Hanifa Halim Simatupang Irma Puspita Lady Agustin Laili Komariyah, Laili Lambang Subagiyo Mayssy Safitri Muhammad Amiq Zahidsyahtya Muhammad Junus Muhammad Sholeh Muliati Syam Najwa Asri Hyacinta Nasution, Ruqoyyah Nita Rananda Nurhayati Nurhayati Nurul Fitriyah Sulaeman Nurul Fitriyah Sulaeman, Nurul Fitriyah Octaviani Mutmainah Rafi Arjuna Kieza Rahman Setiyawan Relsas Yogica, Relsas Rheima Affilia Rini Asriani Rinilva Malisan Riskan Qadar Rosita Rosita Saphira Devina Widya Putri Farida Sujatul Laeni Syayidah Dinurrohmah Tan Fahrur Rozy Tandra Tomohiro Takebayashi Triyana Meirlin Tyas Renanda Nurtasya Zeni Haryanto Zulkarnaen