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All Journal Jurnal Pendidikan IPA Indonesia Jurnal Pendidikan Fisika FKIP UM Metro Jurnal Inovasi Pendidikan IPA QUANTUM: Jurnal Inovasi Pendidikan Sains Journal of Teaching and Learning Physics Jurnal Pendidikan Informatika dan Sains JURNAL EDUCATION AND DEVELOPMENT Martabe : Jurnal Pengabdian Kepada Masyarakat Variabel Jurnal Pengabdian kepada Masyarakat Nusantara Jurnal Pendidikan IPA Indonesia Jurnal Penelitian Pembelajaran Fisika
Judyanto Sirait
Unknown Affiliation
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences

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Workshop LKPD Berkesadaran, Bermakna dan Menggembirakan bagi Guru Fisika Naim Sulaiman; Djudin, Tomo; Maria, Haratua Tiur; Oktavianty, Erwina; Sirait, Judyanto; Hamdani; Hidayatullah, M. Musa S.; Firdaus; Aminullah, Lanang Maulana
Jurnal Pengabdian kepada Masyarakat Nusantara Vol. 6 No. 4 (2025): Edisi Oktober - Desember
Publisher : Lembaga Dongan Dosen

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

Abstract

Workshop ini bertujuan untuk meningkatkan kompetensi guru Fisika SMA dalam merancang LKPD yang berkesadaran, bermakna, dan menggembirakan sesuai kurikulum nasional berbasis pembelajaran mendalam. Metode yang digunakan mencakup penyampaian materi konseptual terkait pembelajaran mendalam Fisika dilanjutkan praktik langsung pembuatan LKPD yang aplikatif dan relevan dengan kurikulum. Kegiatan ini melibatkan 15 guru Fisika SMA yang tergabung dalam MGMP Fisika Kota Pontianak. Hasil workshop menunjukkan peningkatan pemahaman guru terkait konsep pembelajaran mendalam Fisika dan keterampilan teknis merancang LKPD yang berkesadaran, bermakna, dan menggembirakan bagi peserta didik dengan skor rata-rata postes 89,6%. Tingkat kepuasan terhadap isi, metode dan fasilitator dengan skor 93,3%. Kesimpulannya, workshop ini efektif dalam mendukung implementasi kurikulum nasional berbasis pembelajaran mendalam khususnya keterampilan merancang LKPD Fisika.
Bahasa Inggris Elusandy, Libertus; Sirait, Judyanto; Syarif. H, M. Musa
Journal of Teaching and Learning Physics Vol. 11 No. 1 (2026): Journal of Teaching and Learning Physics (February 2026)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jotalp.v11i1.54507

Abstract

This research aims to create a static fluid assessment that physics teachers can use, utilizing the Evidence-Centered Design approach. Evidence-Centered Design (ECD) is a framework for designing educational assessments that uses a systematic approach to design, develop, and evaluate assessments focused on evidence collection. ECD consists of three main components: claims, evidence, and questions. This research focuses on static fluids as its topic. Research and development (R&D) adapts the ADDIE model (analysis, design, development, implementation, and evaluation) to create the assessment. Analysis is conducted through several stages, namely problem analysis, curriculum analysis, student analysis, and material analysis. The design stage is carried out by determining the assessment objectives, determining the form and number of assessments, designing the assessment components, and writing the assessments. The development stage involves three steps: expert validation, one-to-one trials, and small-scale trials. The results of the research and development of the ECD assessment are deemed feasible based on the results: 1) Validators stated that the instrument falls into the very feasible category with an average Aiken index of 0.87, categorized as very high; 2) one-to-one trial respondents stated that the instrument was very good and the time given was sufficient; and 3) a small-scale trial with a sample of 10 students found that the instrument was very appropriate and the time given was sufficient. Through assessment based on the Evidence-Centered Design (ECD) approach, it is hoped that it can provide guidance to teachers in designing assessments that are appropriate and effective in evaluating each student's understanding
EFEKTIVITAS PENERAPAN DIRECT INSTRUKSIONAL BERBANTUAN MULTIMEDIA INTERAKTIF TERHADAP MOTIVASI DAN HASIL BELAJAR PERMUTASI KOMBINASI PADA SISWA KELAS 12 SMAN 1 SEPONTI Aripala, Sasmito; Maria S, Haratua Tiur; Sirait, Judyanto; Bahari, Yohanes; Basri, M.
Jurnal Education and Development Vol 14 No 2 (2026): Vol 14 No 2 Mei 2026
Publisher : Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/ed.v14i2.8066

Abstract

Pembelajaran matematika pada materi permutasi dan kombinasi sering mengalami kendala karena sifatnya yang abstrak dan prosedural, sehingga berdampak pada rendahnya motivasi serta hasil belajar siswa. Diperlukan model pembelajaran yang terstruktur dan didukung media yang mampu memvisualisasikan konsep secara jelas. Penelitian ini bertujuan untuk menguji efektivitas penerapan model Direct Instruction berbantuan multimedia interaktif terhadap motivasi dan hasil belajar siswa pada materi permutasi dan kombinasi di kelas XII SMAN 1 Seponti. Penelitian menggunakan pendekatan kuantitatif dengan desain kuasi-eksperimen non-equivalent control group design. Subjek penelitian terdiri atas 60 siswa kelas XII yang dibagi ke dalam dua kelompok, yaitu kelas eksperimen dan kelas kontrol. Kelas eksperimen memperoleh pembelajaran menggunakan model Direct Instruction berbantuan multimedia interaktif, sedangkan kelas kontrol menggunakan pembelajaran konvensional tanpa multimedia interaktif. Data dikumpulkan melalui tes hasil belajar (pretest dan posttest) serta angket motivasi belajar. Analisis data dilakukan menggunakan uji normalitas, uji independent sample t-test atau uji Mann–Whitney U, perhitungan N-gain, dan effect size dengan bantuan perangkat lunak SPSS. Hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan antara motivasi dan hasil belajar siswa yang mengikuti pembelajaran Direct Instruction berbantuan multimedia interaktif dengan siswa yang mengikuti pembelajaran konvensional. Nilai N-gain dan effect size menunjukkan bahwa pembelajaran berbantuan multimedia interaktif memberikan peningkatan yang lebih tinggi dan bermakna secara statistik. Temuan ini mengindikasikan bahwa integrasi model Direct Instruction dengan multimedia interaktif mampu meningkatkan keterlibatan siswa, memperkuat pemahaman konseptual dan prosedural, serta mendorong motivasi belajar matematika. Dengan demikian, model pembelajaran ini direkomendasikan sebagai alternatif strategis dalam pembelajaran matematika, khususnya pada materi kombinatorik di jenjang SMA.
Development of Assessment Using Evidence-Centered Design (ECD) on Dynamic Fluids Material Sidik Wijaya; Judyanto Sirait; Ray Cinthya Habellia
QUANTUM: Jurnal Inovasi Pendidikan Sains Vol 16, No 2 (2025): Oktober 2025
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/quantum.v16i2.21163

Abstract

This research aims to develop an assessment using the Evidence-Centered Design (ECD) approach for dynamic fluid materials, employing the Research and Development (R&D) research method. This assessment research and development uses the ADDIE model, which was limited to the development stage to produce an assessment. The content validity test result for the questions, using Aiken's value, was 0.834, which is categorized as very high and valid. The data collection process in assessment development was carried out through validator input, assessment trial implementation, and student responses obtained through questionnaires as a basis for revision to produce a valid, reliable, and relevant instrument. Data were obtained through a limited trial with one student and a small-scale trial with one class of 12th-grade students using questionnaires. The results of the students' responses indicate that the Evidence-Centered Design (ECD)-based assessment is considered clear, relevant, and helpful for understanding concepts, although some questions were considered difficult. From this series of processes, a dynamic fluid assessment was produced as one alternative for teachers to measure student competency and develop evidence-based assessments.
Co-Authors Agustian Agustian Ainley , Janet Aminullah, Lanang Maulana Aripala, Sasmito Atong, Ignatius Cinthya Habellia, Ray Elusandy, Libertus Erwina Oktavianty Febriyanti Suryaningsih Firdaus Firdaus Firdaus Habellia, Ray Cinthya Hamdani Hamdani Hamdani Haratua Tiur Maria Silitonga Hidayatullah, M. Musa S. Isnaini, Fiqran J. Ainley M. Barstow M. Basri . M. Firdaus Maria Silitonga , Haratua Tiur Muhammad Musa Syarif Hidayatullah Nabila, Putri Naim Sulaiman Novieyanti, Armelya Ray Cinthya Habellia Renol Afrizon Ricky, Patrick S. Sitompul, Stepanus Sidik Wijaya Sulaiman, Naim Syaiful B Arsyid Syarif H, M. Musa Syarif. H, M. Musa T,M., Silitonga, Haratua Tomo Djudin Yohanes Bahari